Understanding research engagement practices among engineering education stakeholders to promote the impact of research on practice

Altamirano, Efra; London, Jeremi S.; Lau, Kong Cheen; Waree, N; Cruz, Samantha

doi:10.1080/22054952.2018.1556770

Cited by 4 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…"Business, academic, and government leaders across the engineering enterprise have repeatedly remarked that systematic research [emphasis added] of how we educate engineers must be the path [emphasis added] by which we transition from episodic cycles of educational reforms and move to continuous, long-lasting improvements in our education system" (The Steering Committee of the National Engineering Education Research Colloquies, 2006, p. 259). However, despite its presumed importance, several publications (e.g., Altamirano et al, 2019;Jamieson & Lohmann, 2009;London, 2018) have commented on the disconnect between research and practice in engineering education and offered recommendations regarding what should be done.…”

Section: The Microsystemmentioning

confidence: 99%

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Lee,

London,

Hawkins Ash

et al. 2024

Studies in Engineering Education

View full text Add to dashboard Cite

show abstract

Section: The Microsystemmentioning

confidence: 99%

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Lee,

London,

Hawkins Ash

et al. 2024

Studies in Engineering Education

View full text Add to dashboard Cite

show abstract

“…The impact has also been shown to result from a variety of strategies and approaches. For instance, Altamirano et al (2018) found that EES engagement with research varies, with some EES highly prioritizing research and others more exclusively conducting research that connects directly to their institutional practice. Borrego and Henderson (2014), as another example, articulated multiple change strategies EES could consider, depending on the types and specificity of the desired change, the available resources, and the power and positions of the individual seeking to impact change.…”

Section: Introductionmentioning

confidence: 99%

In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars

Strong

Faber

Lee

et al. 2023

J of Engineering Edu

View full text Add to dashboard Cite

Background Engineering education scholars (EES) seek to advance innovation, excellence, and access within education systems and the engineering profession. To advance such efforts, the intentional and strategic actions taken by scholars must be better understood. Purpose/Hypothesis This study aimed to advance the field's understanding of agency toward impact by (1) closely examining the experiences of early career EES pursuing impact in engineering education and (2) co‐constructing a contextualized theory of agency. We define agency as taking strategic actions or perspectives toward professional goals that matter to oneself and goals that relate to impacting engineering education. Design/Method Building on previous work about faculty agency, we leveraged approaches from grounded theory and integrated multiple qualitative approaches to analyze our experiences as six early career EES over the course of a 4‐year longitudinal study. Results Seven key insights about the professional agency toward impact in engineering education of early career EES emerged from the analysis. The contextualized theory and resulting visual representation illustrate this agency as a cyclical process with three components: (1) the factors influencing one's agency, (2) the agentic process itself, and (3) the output of the agentic process. Conclusions Our co‐constructed contextualized theory extends previous work by incorporating the temporal nature of agency, the generation and assessment of available moves, and the importance of feedback on future agentic practices. Our results have implications on how the engineering education community supports graduate students, early career scholars, and new members in their efforts to impact change.

show abstract

“…Within the field of engineering education, working on interdisciplinary teams is essential as engineering education practice often comes from the integration of educational research, practice, and industry [7,8,9]. Furthermore, engineering education research, which strives to transform engineering education practice, is an interdisciplinary field that combines research methods and theories from fields such as engineering, sociology, education, and psychology [10,3,11,12].…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Making Engineering Education Teams more Effective: An Exploration of a Nearly Epistemic Negotiation

Faber,

Treffert,

Gillmore

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

She is also the Director of the Fundamentals of Engineering and Computing Teaching in Higher Education Certificate Program. Her research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing educational experiences that consider epistemic cognition. She develops and uses innovative research methods that allow for deep investigations of constructs such as epistemic thinking, identity, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Foundation CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.

show abstract

Understanding research engagement practices among engineering education stakeholders to promote the impact of research on practice

Cited by 4 publications

References 16 publications

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars

Work in Progress: Making Engineering Education Teams more Effective: An Exploration of a Nearly Epistemic Negotiation

Contact Info

Product

Resources

About